The Programmatic Adaptation of Educational Architecture

THE PROGRAMMATIC ADAPTATION OF EDUCATIONAL ARCHITECTURE

CHRIS RICHARDS

TABLE OF CONTENTS:

SECTION 01: THESIS PAPER 4

SECTION 02: PREDESIGN 30

SECTION 03: SCHEMATIC DESIGNS (DR - 1) 42

SECTION 04: INTRIUM REVIEW (DR - 3) 52

SECTION 05: DESIGN DEVELOPMENT (DR - 2) 60

SECTION 06: FINAL REVIEW (DR - 4) 72

THESIS PAPERSECTION 01:

5

INTRODUCTION 6

LITERATURE REVIEW 8

PRECEDENT ANALYSIS 16

PROGRAM PRECEDENT 22

SITE SELECTION 26

CONCLUSION 28

76

Technology has vastly affected how we learn

and access information today. It has opened out eyes

to new ways of seeing, learning, and interacting with

each other. Today our society is one characterized

by networked connections. This has influenced

every facet of our existence, especially in how

we educate ourselves. Education today is student-

centered rather than teacher-centered. Students gain

deeper knowledge through sharing with their peers.

The Internet has become an essential component

in education due to its openness and accessibility.

Architecture today fails to successfully engage these

new technological and social developments. To

improve users’ appreciation of and engagement

with their built environment, a reprogramming of

conventional functional design solutions must come

about. Through adapting typical design responses

to fit the contemporary atypical spatial requirement,

a relevant architecture will once again emerge. This

thesis examines several literary sources that discuss

contemporary implications networked society and

emerging technologies have on our culture.

Through examination of an array of

architecturally based precedents, a program based

in a reprogramming of public education will emerge.

Architects should always question generally accepted

INTRODUCTION

76

program responses. Programing is becoming a lost

art in architecture and only through reversing this

trend, will it become relevant again.

98

The way people share ideas is directly reflected in

the way people socially network. Manuel Castell’s

“Networked Society” proposes several compelling

ideas comparing how people connect today against

how people used to connect. Castell attempts not

to prescribe a solution, but to analyze how the

social network affects education and individuality.

Castell asserts that the Internet does not create virtual

communities, but rather a network of individuals.

In contrast to the traditional community, social

networking allows users to retain an identity that is

unique to them without the requirement of conformity.

This retention of identity has a profound effect on

education. Castell continues that students today are

becoming self-programming.1 A self-programing

student is happy to do his or her own research on

a subject, but often does not push deeper into the

subject or question what it really means. Instead,

they read a broad, general understanding of a

subject and then move on. Through networked social

interaction, students can start to ask each other

deeper questions that push their research further.

Castell argues that, with the anonymity of

social networks, there is an international code of

conduct. This code of conduct, inherently built into

the networked society, is characterized by tolerance.

LITERATURE REVIEW

1 Castells, Manuel . The information age: economy, society and culture.. USA: Black- well, 1996.

98

Castell argues that this tolerance code functions

similar to the Golden Rule.2 To successfully function

in a networked society that lacks any predetermined

and agreed upon opinions, one operates in a tolerant

manner. The reason that they operate this way is

due to the lacking knowledge of their peers race,

religion, sex, age, or ethnicity. The identity of the

user is based in his or her opinion of the topic. This

unencumbered collaboration and questioning allows

for a deeper connection with and understanding of the

educational material.

Networked society allows connections

between users that would previously have been

2 Castells, Manuel. Interview by author. Personal interview. Univer-sity of California Berkley, May 9, 2001.

Figure 2 - Individual within a Group of Individuals

Figure 1 - Individual Conforming to a Group

1110

impossible. Jed Lipinski, of the New York Times,

examines how, through social networking sites like

Facebook, digitally connected communities can

form. These social networks can gather people

based on more than their current physical position.

Personal networks are shared and expanded

through networked social interaction. Lipinski shares

how a Facebook group has reconnected her with the

neighborhood in which she grew up. Together, the

users form a collective history of the neighborhood

and connect in a way that looks to rekindle these

relationships. “People shared responsibilities for

watching each others’ children, or for keeping an eye

LITERATURE REVIEW

Figure 3 - Sharing Ideas to Spark New Ways of Understanding

2 Castells, Manuel. Interview by author. Personal interview. Univer-sity of California Berkley, May 9, 2001.

1110

on the property. And though new trends in urbanism,

(residents) try to recapture those old communal

feelings…”3 By sharing personal stories through

digitally networked connections, members of the

group educate each other about the neighborhood’s

history.

Technology is not only changing the way people

share stories and information, but also the way

people understand information. In, “Preparing and

Supporting Teachers for 21st Century Expectations

through Universal Design for Learning”, the authors

present the idea that education emerging in the twenty-

first century is defined by the integration of technology

to address different learning styles. Technology

allows for the integration of more successful teaching

methods. One of the new methods being introduced

is online education and online components to the

education curriculum. These new methods allow for

a shift from the traditional teacher-centered learning

to a more successful student-centered learning.4

This shift promotes students to actively, rather than

passively, learn and seek answers on their own.

Technology allows for an improvement in both the

‘what’ and ‘why’ aspects essential to education.5 By

asking these questions students develop a deeper

understanding of the material.

3 Lipinski, Jed. “On Facebook, Neighborhoods as They Once Were.” The New York Times, September 30, 2011. http://www.nytimes.com/2011/10/02/nyregion/on-facebook-recalling-neighborhoods-as-they-once-were.html.

4 Sandholtz, Judith. Teaching with Technology: Creating Student-Centered Classrooms. New York: Teachers College Press, 2000.5 Warren, Sandra, Jennifer Williams, and Laura King. “Preparing and Supporting Teachers for 21st Century

1312

LITERATURE REVIEW

Visually active education technology allows

students to have access to materials previously

unobtainable even in the most prestigious institutions.

The Google Art Project, discussed by Nancy Proctor

in, “The Google Art Project: A New Generation of

Museums on the Web?” exemplifies how access to

information can completely reshape how students

learn. The Google Art Project provides virtual tours

of many noted museums and allow for users to

examine gigapixel scans of famous works of art.

Proctor looks to promote the benefit of putting such

information online, free of charge. She believes that

access to this information not only sparks interest,

Figure 4 - Example of Google Art Project Level of Zoom Detail

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but also enhances students’ humanities education.

Proctor illustrates that when people view this work

in a scale unachievable in real life, users experience

the works in new ways. When this occurs, students

gain a newfound respect for the work and can,

more easily make deep connections with the

information regarding the significance of the work.

The presentation of information from this new

perspective illustrates how technology can foster a

new understanding of traditional material.6

One demographic that is highly responsive

to technologically integrated education, and in

particular digital video, is the Millennial generation.

Millennials are people born between the late

1970s and mid 1990s. A study of the Millennials

by Robert Burger, called “The Impact of Streaming

Video Tutorials on Undergraduate Students’”, further

examines this phenomenon. While video education

is not new, the Millennials dependence on video

based education and Internet based research is a

new concept. More than 98% of Millennials find

information by using Google first and Wikipedia

second. Further 87% learn from video clips related

to class material. Unfortunately, this is often as far

as the research goes. It is crucial that students cross

the boundary of awareness and enter into mastery

6 Proctor, Nancy. “The Google Art Project: A New Generation of Museums on the Web?.” Curator 54:2 215, no. 2 (2011).

1514

and holistic knowledge.7 A reprograming of schools

and libraries must occur to respond to the growing

trend of students who are unmotivated to dig deeper

into a subject, rather than just searching the net.

Technologically integrated education encourages

active student-centered education, and active

socially networked discussions that lead to a deeper

education that reaches more students.

LITERATURE REVIEW

1716 1716

The first precedent focuses on the creation of

a universally open, public institution that encourages

shared discussions between users and the exhibits.

The Adobe Museum of Digital Media, designed

by architect Filippo Innocenti, is a virtual internet-

based museum that exists over the web. This allows

it to be open to the public twenty-four hours a day,

seven days a week, 365 days a year. Innocenti

designed the virtual structure to have three distinctly

programmed spaces, which the user can navigate in

third person. The first is a large atrium where users

could share ideas and learn how to navigate the

buildings spaces. The second programmed space is

rooms that are peripheral to the large atrium where

open lectures from chosen artists and professionals

would occur. The third space is a set of three large

wheat-like towers that hold the past presentations

and noteworthy professionally generated works that

can be examined by users for educational purposes.

The museum has a curator who selects speeches

and presentations of digital art to showcase to the

public, free of charge. This open, public, and free

educational network displays how digital museums

can contribute value to society. While the structure

will never physically exist, the building was virtually

designed with assigned programmed spaces to

PRECEDENT ANALYSIS

1717

allow users to virtually move through rooms to

access data. Unfortunately, it is difficult to critique

the successes and failures of this project because

the user-controlled navigation aspect of the site was

never fully developed and realized. This portion

would allow any user with a computer access its

digital doorways and the ability to move throughout

the spaces and attend lectures. Further, users would

be able to interact with other users who were also

visiting the virtual museum. A key benefit of the

program is that the user would be in control of what

he or she sees and can the share their experiences

with other users. Innocenti sought to produce an

Figure 5 - Rendering of Adobe Museum of Digital Art

18

PRECEDENT ANALYSIS

international, placeless digital building that was

always open and would fit into the context of any

city. The benefit of this building existing virtually is

that it is able to have an openness and accessibility

that physical buildings struggle to achieve. Architects

should look at the qualities the Adobe precedent

sought to achieve, and try to apply these qualities to

their work with public institutions.1

The Seattle Public Library, by the Office of

Metropolitan Architecture (OMA), was developed

upon the premise that the program of the library has

not changed since the Carnegie Library’s era. OMA

believes that traditional programmatic responses

1 Adobe Museum of Digital Media. Adobe, 24 June 2010. Web. 25 Oct. 2011. http:// www.adobemuseum.com/.

Figure 6 - Diagram showing Spatial program and Oriented Views of SPL

Figure 7 - Photo of Seattle Public Library

1918

are no longer relevant or valid in modern society.

By breaking down the client’s spatial request and

considering the current functions of the library,

OMA is able to redefine how the library should

function within today’s society. The programmatic

reconsiderationiss what makes this building such

a successful achievement. Joshua Prince-Ramus,

founding partner of OMA New York, was inspired

by the idea that the contents of an entire library

could be stored digitally on a small server; and that,

with a large server, a single library could store the

digital content of all the libraries in the world. Going

further, he says, “Flexibility in contemporary libraries

is conceived as the creation of generic floors on

which almost any activity can occur. Programs are

not separated, (and) rooms or individual spaces not

given unique characters.”2

Understanding how library’s original

spatial characteristics are muddled through

time inspired him to separate the program into

compartments. “In practice, this means that

bookcases define generous, though nondescript,

reading areas on opening day, but, through the

collection’s relentless expansion, inevitably come

to encroach on the public space.”2 To counteract

this waning form of flexibility, Prince-Ramus sought

2 Prince-Ramus, Joshua, and Floris Alkemade. Creating Public Para-dise. Apeldoom, Netherlands: NBD Biblion, 2004.

2120

PRECEDENT ANALYSIS

to compartmentalize spaces whose programmatic

function is known from that whose would likely

evolve over time. Through redefining the program

of the library, Prince-Ramus is able to relevantly

respond to the programmatic needs without worry

that the intended identity of the space would be

lost.3

The Strawberry Vale Elementary School, by

Patkau Architects, is a rural Canadian school that

houses students from grades K through seven. It

is made up of sixteen classrooms, administrative

offices a circulation spine, and a gymnasium that

frames the main entrance to the building. Patkau

3 Prince-Ramus, Joshua. REX Architecture. http://www.rex-ny.com/.

Figure 8 - Spatial Diagram of Strawberry Vale Elementary School

Figure 9 - Strawberry Vale’s Response to Natural Amenities

Figure 10 - Plan View of Strawberry Vale School

2120

architects sought to build a communal sense

within the building through a central corridor. The

building is environmentally informed through its

spatial organization that appreciatively respects

and responds to nature. This was presented in the

clustering of the sixteen classrooms into groups of four,

and staggering them to respond to important existing

natural elements.4 This staggering of the classrooms

gave a unique character to the meandering east-

west circulation hallway. The hallway space took

on a unique character beyond student circulation

to social interaction. The interaction would occur in

both planned and unplanned ways. The informal

hallway auditorium is an example of a planned

space that exists in the circulation corridor. The

multitude of benches in the corridor and the outdoor

spaces encourage students to socially connect and

interact outside of the classrooms. When space

is given for social interaction, students can grow

beyond the boundaries of the classrooms and form

connections. These networked social connections

allow for a freely collaborative learning environment

geared towards student-centered learning. 5,6

4 Crosbie, Michael. Class Architecture. N.p.: Images Publishing, 2001.

5 Patkau, John, and Patrica Patkau. Architecture News Plus. http://www.architecturenewsplus.com/projects/1818.6 Carter, Brian. “Strawberry Vale.” Architectural Review, August 1997, 34-41.

2322 2322

Homework Lecture

Figure 13 - Diagram of How Lecture Time is Swithced to Homework and Homework is Done in Class

The first project that influenced a key

theoretical and ideological stance was the Sendai

Mediathique by Toyo Ito. Ito’s goal of reducing the

barriers between the user and the information housed

within its structure influenced the program’s need

for openness and educational transparency.1 This

project will serve to inspire the goals the program’s

interface that allow users to access information. By

reducing the barriers between the student and the

information, an open public access to information

will be achieved.

The Kahn Academy further explores this

idea. Salman Khan’s online academy provides a

PROGRAM PRECEDENTFigure 12 - Photo of Sendai Mediathique

1 Broadcast Architecture Program, Film and Arts. “The Sendai Medi-atheque TOYO ITO ARCHITECTURE, ARTS AND FILM .” Accessed September 26, 2011. http://www. youtube.com/watch?v=NZJSjTIm2Uk.

2322 2322

free, high quality education to anyone, anywhere,

through more than 2700 online micro-lectures and

video tutorials.2 Through opening his lessons to the

world, in a multitude of languages, Khan creates a

truly public education system that, when combined

with doing task work in class, results in a student

experience that is more fun, more engaging, and

more socially interactive. Traditional teaching

methods often leave behind children who struggle

with particular concepts. By taking advantage of

new technologies, we can flip traditional educational

to provide more time for students who struggle with

concepts to interact in one-on-one situations with

teachers or peers. Improved results can be achieved

when the designed program of our educational

facilities responds and accounts for these new

technological developments.3

When examining libraries, it is important to

recognize the real role of the library in our culture

and how technology programmatically redefines

how we obtain and read books. A close examination

of the Seattle Public Library reveals a prominent

example of how the program of the library diverges

from the traditional role it plays in our society. One

third of the program orients strictly towards social

service. Further, OMA sought to compartmentalize

2 Michels, Spencer (2010-02-22). “Khan Academy: How to Calcu-late the Unemploy- ment Rate”. PBS NewsHour. PBS. Retrieved 2011-11-05.

3 Khan Academy. http://www.khanacademy.org/about/blog/post/10243685407/impact-from-using-khan-academy.

2524

PROGRAM PRECEDENT

the program into two parts, that whose future use is

known and that whose future use is unpredictable.4

Through this practice, OMA is able to implant

flexibility into the library so that it develops with

current societal need.

With the advent of the eBook and the Google

Million Books Project, libraries will find it necessary

to embrace digital access to their growing virtual

collections. Further, as the use of these growing

virtual collections increases, the predicted allocation

of storage space for the book will also drastically

change. The spatial interface will adapt with new

developing technologies that alter the interactions

4 Chang, Jade. “Behind The Glass Curtain.” Metropolis Mag. http://www.metropolismag.com/story/20060619/behind-the-glass-curtain.

ReadingRoom

TraditionalBook

Storage

ExpandedReadingRoom

Newly AvailableProgram

eBook Storage

Figure 15 - Diagram Showing Programitc Restructurings Added Benifits

head quartersreading room

mixing chamber

Bookspiral

meeting

staff

parkingkids

living room

Known Function v. Unpredictable Function

Figure 14 - Separation of Seattle Public Libraries Programmatic Functions

2524

between the patron and the information they seek.

The way in which people network and

share ideas today is vastly different compared to

how people collaborated twenty-five years ago.

Today, the office is not a concrete term. Wireless

technologies allow people to work at home, at

coffee shops, or even during daily commutes. The

Googleplex is designed with an understanding of

this new collaborative business model. Places called

‘hot zones’ are spaces where informal meetings

occur and employee interaction is encouraged.

Through informal sharing of varied perspectives,

innovative ideas develop. The creation of a dynamic

workplace becomes an essential component in the

fostering and manufacturing of creativity ideas.5

These projects have led to many strategies that will

be implemented when addressing the challenges put

forth by this thesis.

5 Google. http://www.google.com/about/corporate/company/culture.html.

Office

Home

Office

Drive

Office

Cafe

Figure 16 - Diagram of Technology Extending the Workplace Beyond the Boundries of the Office

2726 2726

The program for my building is a center

for the cultivation of imagination and a center for

open-public education. The project will also act as a

testing center for new digitally integrated education

products.

The site for my project will play a crucial role

in the cultivation of education and inspiration of

imagination to the site. The ability for open, public

access dictates not only a proximity to public space,

but the activation of a public space. The city selection

was important in selecting a city that was open to

new ideas and ways of thinking. A proud city open

to modern ideas. A city like Chicago. The program

requirements of the site dictate an open space in a

diverse neighborhood that is often used and used

largely by the locals of the city. The combination of

these elements results in a site selection within the

boundries of Lincoln Park.

Lincoln Park is an appropriate setting for

my site, due to its ability to be programmatically

informal, unlike Millennium Park. Millennium Park,

in comparison, is highly planned and formal. Lincoln

Park meanders along Lake Michigan with different

nodes of locally used and programmed spaces, such

as the zoo and informal, unplanned park space that

separates these planned nodes. The areas with a

SITE SELECTION

2727

lack of defined program would be best available

spaces for the site.

The selected site is south of the intersection

of N. Lake Shore Dr. and Belmont. A contrasting

population surrounds this site. From one perspective,

the site is surrounded by some of Chicago’s most

expensive residences and prestigious universities

and secondary schools.1 In contrast this perspective,

there is a prevalence of nearby homeless shelters

that serve the local vagrant population that also use

the park.2 The diverse community works in favor of a

program, which caters to both populations.(Fig 18)

Site

Figure 17 - Map Showing Sites Relation to Downtown Chicago

2 Woolsey, Matt. “The Most Expensive Blocks In The U.S.” Forbes, 2007 Accessed No- vember 8, 2011. http://www.forbes.com/2007/08/30/most-expensive-blocks-forbeslife-cx_mw_0831blocks.html

1 National Coalition for the Homeless. Accessed November 8, 2011. http://www.na- tionalhomeless.org/publications/crimreport/meanest-cities.html.

2928 2928

After close examination of trends in the way

people in networked societies interact, with particular

attention to Millennials, it has been determined that,

even though people collect into groups, they still

retain their individual attitudes. Using this knowledge

the program responds with a space that seeks to

cultivate education, creativity, and the sharing of

ideas. Redefining the programmatic needs of the

traditional educational facility to respond to new

educational technologies and student-centered

teaching methods will allow for increased efficiency

and greater academic success among students.

With the implementation of online lectures, teachers

and educators, working in the facility, can use more

of their time educating students in smaller settings.

Use of the surrounding qualities of the site will help

to draw in a diverse set of users and promote an

informal learning setting. Its proximity to widely used

public paths will increase the traffic and public use

of the facility. I truly believe that with the integration

of lessons learned from digital technology and the

trends of the new, networked society, architecture

can once again become a relevant and an accurate

reflection of our cultural ambitions.

CONCLUSION

2929

Art Gallery

Metro Line

Schools

Lincoln Park

Homeless Shelter

Site

Figure 18 - Map Showing Sites Relationships to Surrounding Area

PREDESIGNSECTION 02:

31

SITE ANALYSIS 32

PROGRAMMING 34

SPATIAL REQUIREMENTS 38

DEPARTMENT REQUIREMENTS 40

3332 3332

When analyzing the site it is important to look

at the surrounding amenities. It is crucial to examine

how the project could take advantage these amenities

and how the people who frequent these amenities

could, in turn, take advantage of the project. To

complete this examination I looked at the major

surrounding amenities within a five, two, and one-

mile radius. Some of the furthest amenities include

the Shedd Aquarium; some of the closer amenities

include Northwestern University and the Lincoln Park

Zoo. The next step was relating how these amenities

would orient a building on the site and how the

public would access the site

SITE ANALYSIS

3332 3332

3534

There are two primary programmatic challenges

that emerge from the designed precedents and

literary research conducted. The first is establishing

an alternative educational facility that responds to a

world defined by networked social connections. The

second is adapting the programmatic responses of

our built environment to new advances in information

technology and how users access that information.

To engage these challenges, I propose a

250,000 sq. ft. public education facility that serves

middle school (grades 6 - 8), high school (grades

9 - 12), and collegeit students (freshmen - senior).

The library component will be eBook based and

reading areas will be accounted for in the informal

PROGRAMMING

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3534


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3736 3736

field of study nodes. It will act as an extension of the

Belmont Ave. Public Library and participate in the

national eBook interlibrary loan program.

The classrooms will operate under the student-

centered education model, relying heavily on online

lectures from home and in-class task work. The

circulation space will double function as informal

collaboration space that responds to the networked

society model, where open discussions of class topics

will occur based on the current subjects. There will

be a formal lecture hall that will be used by the video

performing arts classes and double function as a

place where large classes can meet or presentations

could occur that are open to the public. A large

observitory space will provide students and the public

with access to online lessons, books, internet, and

computer access. Self-tests allow teachers to monitor

student’s progress at home. The lessons put online

will be given by the some of the best teachers in the

nation and made accessible for students who wish to

work from home. The charts show my examination of

local, state and national averages regarding student

class size, classroom size, student to teacher ratio,

amenities, and students alternating scheduals.

PROGRAMMING

3736 3736


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3938

The spatial requirements of my educational

building would be broken down into fields of study

and oriented according to best align with the new

educational routine discussed in the programming

portion.

Since students would have a minimal amount

of time in which they would be required to occupy the

building, it was important to bring a relaxed informal

space to each field of study so that student would be

encouraged to stay after class and socialize.

By creating departmental ‘living rooms’,

where students could tutor students and teachers

would be at a close proximity. Students will feel free

to treat the school as their home away from home.

Through making these living room spaces two

stories, it gives them importance and the ability to

share ideas both vertically and horizontally.

Each of these informal spaces will have a

project system and be structured to show off student

work. This way inspiration can run between years,

as well as between fields of study.

Since there will be no lectures in class

students needed not sit in rows with desks. The new

classroom will be freeform and organic, structured

to have internal nodes that use structure as dividers

between undefined classroom groups or pockets.

SPATIAL REQUIREMENTS

3938

Classrooms

Informal Tutor Area

2 Story shared space

Teacher Space

Requirements of each field of study node: Projector Informal Tutoring/Meeting Area

Teachers offices Classrooms 2 story space

TYPICAL CLASSROOM

4140

By allowing teachers to be free from lecturing

students in class it gives them more time to focus on

students who need one on one attention. Often if a

student gets hung up on a concept it is often goes

unaddressed and he or she will be unable to move

past that point to understand concepts further. If the

problem is realized quickly and dealt with early that

student will not fall behind and will actually excel

beyond what was previously possible.

By moving task work to be done in class, not

only can a student receive the personal attention of a

teacher but also, students who understand concepts

can help students who do not understand these

concepts work through problems acting as mentors

and tutors. It is often easier for students to learn

from other students rather than adults. This action

also teaches students how to communicate with each

other and form friendships.

After class, students who are in the upper

grades can volunteer as teacher’s assistants and take

service hours in the informal gathering spaces to act

as an asset to younger students who are still struggling

with concepts. This vertical integration allows for a

community to form within the school and teaches

leadership and service by example to students who

may otherwise not have that experience.

DEPARMENT REQUIREMENTS

4140

“TRADITIONAL TEACHING METHODS OFTEN LEAVE BEHIND CHILDREN WHO STRUGGLE WITH PARTICULAR CONCEPTS. BY TAKING

ADVANTAGE OF NEW TECHNOLOGIES, WE CAN FLIP TRADITIONAL EDUCATIONAL TO PROVIDE MORE TIME FOR STUDENTS WHO

STRUGGLE WITH CONCEPTS TO INTERACT IN ONE-ON-ONE SITUATIONS WITH TEACHERS OR PEERS. IMPROVED RESULTS CAN BE

ACHIEVED WHEN THE DESIGNED PROGRAM OF OUR EDUCATIONAL FACILITIES RESPONDS AND ACCOUNTS FOR THESE NEW

TECHNOLOGICAL DEVELOPMENTS.”

TEACHER TEACHER ASSISTANT STUDENT CLASS



BEG

INN

ING

OF

YEAR

LATE

R IN

THE

YEA

RA

FTER

SC

HO

OL

TUTO

RIN

G

SCHEMATIC DESIGNSSECTION 03:

43

WRAPPED LINE - SD 1 44

ALTERNATING - SD 2 46

SUNK CUBE - SD 3 48

REVIEW CONCLUSIONS 50

4544

GOIALS:

BRING GREEN ON SITE

BRIDGE ROADWAY

EXPAND INTO PARK

LET PARK EXPAND ONTO SITE

POSITIVES:

ACCESSIBLE ROOF

CLASSES THAT OVER LOOK THE FIELD

SIMPLE CIRCULATION

NEGATIVES:

NO SEPARATION OF STADIUM AND

SCHOOL

SEPARATE CAMPUSES

WRAPPED LINE - SD1

4746

GOALS:

CLUSTED EDUCATION DEPARTMENTS

TEACHER STUDENT WORKSPACE

STUDENT STUDENT WORKSPACE

KEEP INTERVENTION LARGELY TO SITE

POSITIVES:

MINIMAL INTERFEERENCE WITH PARK

COURTYARD SPACE

CENTRALIZED CAMPUS

NEGATIVES:

CRAMPED FEELING

FACE VALUE PUBLIC ENGAGEMENT

ALTERNATING - SD2

4948

GOALS:

CREATE SPACE TO OBSERVE GAME

GYM USED AS PUBLIC EVENT CENTER

KEEP GREEN ON SITE

CREATE A PUBLIC BUILDING

POSITIVES:

LANDMARK

OBSERVATORY AND STUDENT SPACES

GREAT VIEW OF DOWNTOWN SKYLINE

NEGATIVES:

INVADES PUBLIC PARK SPACE

BREAKS CITY GRID

MUST CROSS UNDER ROAD TO USE GYM

SUNK CUBE - SD3

5150

***Schematic Design Three, the ‘sunk cube’,

was the design unanimously voted as the design to

be further developed and explored.

**Schematic Design Two was also appreciated

for its utilization of the park space over the primary

site.

Some of the positives that were focused on were:

SD3 – Public Bleacher Park was Nice

SD3 – Great that it faces Downtown

SD3 – Good to separate gym from school

SD1 – Pedestrian Bridge allows for student access

SD2 – Classrooms config. and informal nodes

SD1 + SD3 – Public accessible roof

SD3 – Landmark building

REVIEW CONCLUSIONS

5150

Questions Raised:

SD3 – does it need to be a cube? Or is there a

better shape?

SD1 – can we consolidate the campus portion?

SD2 – Does this engage the park and the public

realm enough?

SD3 – Orientation to city? Local amenities?

INTRIUM REVIEWSECTION 04:

53

CONCEPT ADJUSTMENT 54

FORM reDEVELOPMENT 56

CONCEPT ANALYSIS 58

5554

The building should recognize the way it is seen

and the way it sees. This means that it should address

the traffic of Lake Shore drive, the pedestrian on foot

or bike, the car on the side street, and the people in

the nearby high-rises. It also means that views should

be oriented to the soccer field, Lake Michigan,

downtown Chicago, and the city grid.

After the review of the schematic designs it was

important to reexamine the site and focus on how

a building would interact with the public realm and

how it could draw orientation and form from this

information.

From this examination several trends became

apparent. First, the public path that crossed under

Lake Shore Dr. should be maintained and celebrated.

The building should have two types of orientations,

one to the city, and one to the amenities. The building

should be public and act as an amenity itself. The

building should provide parking for the school and

the public visitors who would use the park and the

buildings amenities.

CONCEPT ADJUSTMENT

5554

VIEWS TO YATCH CLUB MARINA

VIEWS OF LAKE MICHIGAN


NEW PLAYGROUND LOCATION


VIEW OF

SOCCER FIELD

VIEW OF

DOWNTOWN

CHICAGO,

WILLIS TOWER,

AND LINCOLN PARK

VIEW DOWN BARRY AVE.

EXISTING PED

PATH

EXISTING PED PATH

W. WELLINGTON AVE.

BARRY AVE.

VIEW DOWN

N. LAKE SHORE DRIVE AND

LINCOLN PARK

5756

FORM reDEVELOPMENT

1 2 3Tighten Center for views to

lake

Chamfer sides for hillside

seating

Begin with the box

57

Step roof and raise center

for public foot traffic

Orient bridge to city grid Allow access to

underground parking

4 5 6

The spaces of the building are divided

into fields of study that are organized by subject

relationships, noise levels, security, spatial

requirements, and mechanical systems requirements.

After organizing the juxtapositions, the first floor is

comprised of the gym, administration, arts, shop,

and music department. The second floor is made

up of Business and History. The third floor holds

the cafeteria, science and math departments. The

fourth floor includes the English department, foreign

language department, and video and performing

arts department. The fifth floor acts and a student

computer access and computer science department.

The sixth floor acts as a student lounge, observatory

and access to the roof garden.

This building functions to blend the public and

private spaces into a hybrid school. The school is not

designed after a prison, but instead seeks to instigate

a conversation with the public. By establishing this

conversation the school will be able to give back as

much as it learns and takes home from the community.

58

CONCEPT ANALYISIS

59

SEMI PRIVATEPUBLIC SPACEPARK SPACE

PUBLICHYBRID

SCHOOLPRIVATE

PUBLICPRIVATE

Traditional schools keep the public and private areas highly separated and respond

more to prisons than places of learning

Personal education is something that extends beyond the classroom. The school should work with the resources of the city and the

city should benefit from the school.

DESIGN DEVELOPMENT 5.4.4SECTION 05:

61

DD 5.4.4 FLOOR PLANS 62

EXTERIOR RENDERINGS 64

INTERIOR RENDERINGS 66

SECTIONS 68

CONCLUSIONS 70

6362

1

10 2

3

4

5

6

7

8

9

1 - - - - GYM / ARENA2 - - - - ARENA LOBBY3 - - - - SCHOOL LOBBY4 - - - - ADMINISTRATION5 - - - - MUSIC DEPT.6 - - - - SHOP CLASSES7 - - - - ART DEPT.8 - - - - POTENTIAL MIXED USE HOUSING9 - - - - SOCCER FIELD10 - - - SHOPS

LAKE MICHIGAN

LAKE SHORE DRIVE

LAKE SHORE DRIVE

SMALL YATCHHARBOR

LINCOLN PARK

LINCOLN PARK

DD 5.4.4

63

1

2

3

56

4

SECOND FLOOR1 - - - - UPPER STORY SHOPPING2 - - - - ARENA BOX 3 - - - - SCHOOL PATIO4 - - - - BUSINESS DEPT.5 - - - - HISTORY DEPT.6 - - - - PUBLIC PATIO

1

2

3

54

THIRD FLOOR1 - - - - CAFETERIA2 - - - - INTERIOR STAGE3 - - - - LIBRARY AND COMPUTERS4 - - - - SCIENCE DEPT.5 - - - - MATH DEPT.

FOURTH FLOOR1 - - - - PERFORMING ARTS2 - - - - ENGLISH DEPT.3 - - - - FOREIGN LANG.

1

2

3

2

1

FIFTH FLOOR1 - - - - LOWER ROOF PATIO2 - - - - COMP. SCIENCE DEPT.

64

EXTERIOR RENDERINGS

66

INTERIOR RENDERINGS

6968

SECTIONS

7170

Positives

1) Love that it is walk-able

2) Great form

3) Like that gym can be its own separate entity

4) Like the Vertically integrated spaces

5) Love that there are stores and restaurants that

are supported by the community and they in

turn support the stadium

6) Bridge space looks interesting

Questions & Concerns

1) Look at getting natural light into the spaces

2) Help us understand what is an office and what

is a classroom

3) If you use windows on the south façade, make

sure you know how they work with the interior

spaces

4) Does the path really work as it goes to the top?

Can it utilize more accessible space?

5) Rethink entry and student drop off and game

access

6) Can this building create a community or a

small shopping district

7) Rethink how the plans are organized and

make sure the informal spaces are evident.

CONCLUSIONS

FINAL REVIEWSECTION 06:

73

SITE PLAN 74

FLOOR PLANS 76

PARK & ROOF PLANS 78

SECTIONS & ELEVATIONS 80

EXTERIOR PERSPECTIVES 82

INTERIOR PERSPECTIVES 86

DETAIL SECTIONS 90

7574

After close examination of trends in the way

people in networked societies interact, with particular

attention to millennials, it has been determined that

even though people collect into groups they still retain

their individuals attitudes. Using this knowledge my

project responds with spaces that seek to cultivate

creative and the sharing of ideas. Redefining the

programmatic needs of the traditional educational

facility to respond to some of the new educational

technologies and teaching methods will allow for

increased efficient and academic success among

students. With the implementation of online lectures

teachers and educators working in the facility can

SITE PLAN

use more of their time educating students in smaller

settings. Using the surrounding assets of the site and

creating a small local community will help to draw in

a diverse set of users and its proximity to widely used

public paths will increase the traffic and public use

of the facility. I truly believe that with the integration

of lessons learned from digital technology and the

trends of the new, networked society, architecture

can once again become a relevant and an accurate

reflection of our cultural and educational ambitions.

7776

FLOOR PLANS

7978

PARK & ROOF PLANS

7978

Roof Plan

80

SECTIONS & ELEVATIONS

8382

EXTERIOR PERSPECTIVES

8584

EXTERIOR PERSPECTIVES

8786

INTERIOR PERSPECTIVES

8988

INTERIOR PERSPECTIVES

9190

DETAIL SECTIONS

9392

Education1. Adobe Museum of Digital Media. Adobe, 24

June 2010. Web. 25 Oct. 2011. http://www.adobemuseum.com/.

2. Rina Coronel. Disabled online learners: Benefits and drawbacks of online education and learning platforms when pursuing higher education. Minneapolis, MN: ProQuest, 2008.

3. Fatih Gursul and Tozmaz, Gulsah Bilgic. 2010. Which one is smarter? Teacher or Board. “Procedia - Social and Behavioral Scienc-es.” 2, Issue 2: 5731-5737

4. Winnie Hu. “Math That Moves: Schools Embrace the iPad.” The New York Times (New York City), January 5, 2011, New York edi-tion, sec. A.

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IMAGE REFERENCES

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NOTES:

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